WEB 2.0 INNOVATION AND EDUCATIONAL RESEARCH

WEB 2.0 INNOVATION AND EDUCATIONAL RESEARCH

This work is a clear commitment to deiniendo a pedagogical discourse supported by educational research. A disruptive pedagogical discourse with many of the dominant pracices still today in virtual campuses. That does not mean that the e-learning is to reproduce the traditional classes on the web, bu...

Full description

Saved in:
Bibliographic Details
Main Author: Navas Piñate, Elvira Esther
Format: Online
Published: Libros UAT 2018
Online Access:https://libros.uat.edu.mx/index.php/librosuat/catalog/book/35
Tags: Add Tag
No Tags, Be the first to tag this record!
id oai:omp.pkp.sfu.ca:publicationFormat-26
record_format ojs
institution Libros UAT
collection OJS
format Online
author Navas Piñate, Elvira Esther
spellingShingle Navas Piñate, Elvira Esther
WEB 2.0 INNOVATION AND EDUCATIONAL RESEARCH
author_facet Navas Piñate, Elvira Esther
author_sort Navas Piñate, Elvira Esther
title WEB 2.0 INNOVATION AND EDUCATIONAL RESEARCH
title_short WEB 2.0 INNOVATION AND EDUCATIONAL RESEARCH
title_full WEB 2.0 INNOVATION AND EDUCATIONAL RESEARCH
title_fullStr WEB 2.0 INNOVATION AND EDUCATIONAL RESEARCH
title_full_unstemmed WEB 2.0 INNOVATION AND EDUCATIONAL RESEARCH
title_sort web 2.0 innovation and educational research
description This work is a clear commitment to deiniendo a pedagogical discourse supported by educational research. A disruptive pedagogical discourse with many of the dominant pracices still today in virtual campuses. That does not mean that the e-learning is to reproduce the traditional classes on the web, but believes that the network has the potential and the possibility of changing the same parameters on which traditional learning is based. Never teachers and students have had so many tools to become actors of our own learning. Because the new ideas that permeate the university, which can be condensed in the premise of converging the student at the very center of the learning process, will only be possible with the help of technology in general, and web 2.0 in particular. The great challenge facing the university today is the need to prepare our young people for a society marked by change and by the speed at which knowledge is renewed. We must provide our students with the necessary skills to cope with learning coninuo. We can no longer expect that the knowledge we have in college will be valid, if ever, for forty years of professional life. The same learning process must leave in our students a cognitive capacity that allows them to continue with their professional development. An attitude 2.0 that drives them to work and compare on the Web, understood as the new stage of conversation and communication in which we converge users, applications, tools and content. We live moments of confusion on the Web, where the massive arrival of light mobile applications mounted on new devices are changing the way we learn and communicate. To the point that various authors such as Anderson and Wolf (2010) tell us that the Web is dying, that the attitude 2.0, that the open web, Web standards today have a lot of "closed gardens".
publisher Libros UAT
publishDate 2018
url https://libros.uat.edu.mx/index.php/librosuat/catalog/book/35
work_keys_str_mv AT navaspinateelviraesther web20innovationandeducationalresearch
AT navaspinateelviraesther web20innovacioneinvestigacioneducativa
_version_ 1712115979776950272
spelling oai:omp.pkp.sfu.ca:publicationFormat-262018-11-06T19:39:31Z WEB 2.0 INNOVATION AND EDUCATIONAL RESEARCH WEB 2.0 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA WEB 2.0 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA Navas Piñate, Elvira Esther ciencias sociales investigación tesis investigation thesis This work is a clear commitment to deiniendo a pedagogical discourse supported by educational research. A disruptive pedagogical discourse with many of the dominant pracices still today in virtual campuses. That does not mean that the e-learning is to reproduce the traditional classes on the web, but believes that the network has the potential and the possibility of changing the same parameters on which traditional learning is based. Never teachers and students have had so many tools to become actors of our own learning. Because the new ideas that permeate the university, which can be condensed in the premise of converging the student at the very center of the learning process, will only be possible with the help of technology in general, and web 2.0 in particular. The great challenge facing the university today is the need to prepare our young people for a society marked by change and by the speed at which knowledge is renewed. We must provide our students with the necessary skills to cope with learning coninuo. We can no longer expect that the knowledge we have in college will be valid, if ever, for forty years of professional life. The same learning process must leave in our students a cognitive capacity that allows them to continue with their professional development. An attitude 2.0 that drives them to work and compare on the Web, understood as the new stage of conversation and communication in which we converge users, applications, tools and content. We live moments of confusion on the Web, where the massive arrival of light mobile applications mounted on new devices are changing the way we learn and communicate. To the point that various authors such as Anderson and Wolf (2010) tell us that the Web is dying, that the attitude 2.0, that the open web, Web standards today have a lot of "closed gardens". Este trabajo es una clara apuesta por ir deiniendo un discurso pedagógico apoyado en la invesigación educaiva. Un discurso pedagógico disrupivo con muchas de las prácicas dominantes todavía hoy en los campus virtuales. Que no eniende que el e-learning consista en reproducir en la web las clases tradicionales, sino que cree que la red iene la potencialidad y la posibilidad de cambiar los mismos parámetros en que se basa el aprendizaje tradicional. Nunca profesores y estudiantes hemos contado con tantas herramientas para converirnos en actores de nuestro propio aprendizaje. Porque las nuevas ideas que impregnan la universidad, que se pueden condensar en la premisa de converir al estudiante en el centro mismo del proceso del aprendizaje, sólo serán posible con ayuda de la tecnología en general, y de la web  2.0 en paricular. El gran reto al que se enfrenta hoy la universidad es la necesidad de preparar a nuestros jóvenes para una sociedad marcada por el cambio y por la velocidad a la que se renuevan los conocimientos. Debemos dotar a nuestros alumnos de las capacidades necesarias para hacer frente al aprendizaje coninuo. Ya no podemos esperar que los conocimientos que imparimos en la universidad sean válidos, si alguna vez lo fueron, para cuarenta años de vida profesional. El mismo proceso de aprendizaje debe dejar en nuestros alumnos una capacidad cogniiva que les permita proseguir con su desarrollo profesional. Una acitud 2.0 que les impulse a trabajar y comparir en la Web, entendida como el nuevo escenario de conversación y comunicación en el que convergemos los usuarios, las aplicaciones, las herramientas y los contenidos. Vivimos momentos de confusión en la Web, donde la llegada masiva de las aplicaciones ligeras en movilidad montadas sobre nuevos disposiivos, están cambiando la manera en que aprendemos y nos comunicamos. Hasta el punto de que diversos autores como Anderson y Wolf (2010) nos dicen que la Web está muriendo, que la acitud 2.0, que la web abierta, los estándares Web ienen hoy un montón de “jardines cerrados”. Libros UAT Libros UAT 2018-11-20 Libro Digital (DA) https://libros.uat.edu.mx/index.php/librosuat/catalog/book/35 978-980-247-189-8 Libros UAT; Libros UAT;

Similar Items